| BOPPPS模式下“雨课堂”+CBL在心脏体格检查教学中的应用 |
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| 引用本文： | 程诚,朱宁君,李梦丽,王同.BOPPPS模式下“雨课堂”+CBL在心脏体格检查教学中的应用[J].中华全科医学,2022,20(11):1941-1943. |
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| 作者姓名： | 程诚 朱宁君 李梦丽 王同 |
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| 作者单位： | 1.安徽医科大学第二附属医院心血管内科，安徽 合肥 230601 |
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| 基金项目： | 安徽省高等学校省级质量工程教学研究项目2020jyxm0896 |
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| 摘 要： | 目的 物理诊断是衔接基础与临床实践的重要学科，为改善教学效果、提高教学质量，本次教学实践将评价BOPPPS模式下利用“雨课堂”教学平台与病例引导教学(case-based learning，CBL)相结合的教学方法在心脏体格检查中的教学效果。 方法 2021年2—6月在安徽医科大学第二临床学院通过抽签随机将安徽医科大学2018级临床医学专业2个小班共62人分为对照组(32人)和实验组(30人)。对照组采取传统教学模式；实验组采用BOPPPS模式下“雨课堂”+CBL混合教学方法。课程结束后对2组学生进行闭卷理论考试，并采用调查问卷方式调查该教学方法是否能够激发学生学习兴趣、培养临床思维能力、增加自主学习时间以及授课满意度等。 结果 实验组学生的理论考试成绩明显优于对照组(82.30±7.31)分vs. (76.63±7.91)分，P=0.005]。问卷调查结果显示，BOPPPS模式下“雨课堂”+CBL模式较传统教学不仅在提高学生学习兴趣(93.3% vs. 62.5%，χ2=8.420，P=0.004)、培养临床思维能力(76.7% vs. 40.6%，χ2=8.260，P=0.004)、增加自主学习时间上(86.7% vs. 50.0 %，χ2=9.526，P=0.002)更有优势，并且学生的满意度更高(93.3% vs. 65.6%，χ2=7.174，P=0.007)。 结论 以心脏体格检查为例，BOPPPS模式下“雨课堂”+CBL混合教学方法教学效果更佳，学生的学习积极主动性更高，学生与老师的沟通和互动更多，学生满意度更高，值得在物理诊断教学中进一步推广。
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| 关 键 词： | BOPPPS模式 雨课堂 病例引导教学 |
| 收稿时间： | 2022-02-17 |
Application of raining class combing with CBL method based on BOPPPS model in experimental teaching of physical diagnosis |
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| Affiliation: | Department of Cardiology, the Second Hospital of Anhui Medical University, Hefei, Anhui 230601, China |
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| Abstract: | Objective Physical diagnosis is an important subject linking basic and clinical practice. To improve teaching effect and quality, the present study adopted a combination of raining class and case-based learning (CBL) methods based on BOPPPS model in the physical examination of the cardiovascular system. Methods Two classes (62 students) from 2018 Clinical Medicine of Anhui Medical University were randomly divided into control group (32 students) and experimental group (30 students) by drawing lots from February to June 2021 in the Second Clinical College of Anhui Medical University. The control group adopted the traditional teaching mode, whereas the experimental group adopted the combination of raining class and CBL based on BOPPPS model. After the part of the course, two groups of students took written examinations. A questionnaire was used in determining whether the teaching method stimulated study interest, cultivated clinical thinking ability and increased learning time and teaching satisfaction. Results The results showed that the examination score of the experimental group was significantly better than those of the control group (82.30?.31) points vs. (76.63?.91) points, P=0.005]. Moreover, learning interest (93.3% vs. 62.5%, ?2=8.420, P=0.004), clinical thinking ability (76.7% vs. 40.6%, ?2=8.260, P=0.004), learning time (86.7% vs. 50.0%, ?2=9.526, P=0.002) and teaching satisfaction (93.3% vs. 65.6%, ?2 =7.174, P=0.007) in the experimental group were marked superior to those in the control group. Conclusion The combination of raining class and CBL methods based on BOPPPS model in the physical examination of cardiovascular system not only improved teaching effect but also stimulated learning interest, enthusiasm, communication and interaction and increased satisfaction. It is worthy to be further popularised in the teaching of physical diagnosis. |
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